The present study investigated the impact of two listening comprehension strategies, namely transcription and summarizing on EFL learners, listening comprehension development. Two this end, 83 intermediate EFL learners were randomly selected and assigned into two experimental groups and one control group. During 15 treatment sessions of listening comprehension, the EFL learners in the first experimental group were trained on and used transcription listening comprehension strategy. The participant in the second experimental group were trained on and applied summarizing listening comprehension strategy while in the control group only listened to the listening tasks and answered listening comprehension questions without conscious focus on any specific listening comprehension strategies. The result of one-way ANOVA indicated that the free groups were significantly different with regard to their listening comprehension development. However, the result of Scheffe post-hoc analysis revealed that the transcription group significantly outperformed the summarizing group, which in turn performed significantly better than the control group. The findings underscore the relative efficacy of various listening comprehension strategies as well as the superiority of transcription strategy over such other strategies as summarizing.
